Page:The Great Didactic of John Amos Comenius (1896).pdf/292



57. Nature carefully avoids obstacles and things likely to cause hurt.

For example, when a bird is hatching eggs it does not allow a cold wind, much less rain or hail, to reach them. It also drives away snakes, birds of prey, etc.

58. Imitation.—In the same way the builder, so far as is possible, keeps dry his wood, bricks, and lime, and does not allow what he has built to be destroyed or to fall down.

59. So, too, the painter protects a newly-painted picture from wind, from violent heat, and from dust, and allows no hand but his own to touch it.

60. The gardener also protects a young plant by a railing or by hurdles, that hares or goats may not gnaw it or root it up.

61. Deviation.—It is therefore folly to introduce a student to controversial points when he is just beginning a subject, that is to say, to allow a mind that is mastering something new to assume an attitude of doubt. What is this but to tear up a plant that is just beginning to strike root? (Rightly does Hugo say: “He who starts by investigating doubtful points will never enter into the temple of wisdom.”) But this is exactly what takes place if the young are not protected from incorrect, intricate, and badly written books as well as from evil companions.

62. Rectification.—Care should therefore be taken

(i) That the scholars receive no books but those suitable for their classes.

(ii) That these books be of such a kind that they can rightly be termed sources of wisdom, virtue, and piety.

(iii) That neither in the school nor in its vicinity the scholars be allowed to.mix with bad companions.

63. If all these recommendations are observed, it is scarcely possible that schools should fail to attain their object.